# CTE Resource Center - Verso - Nutrition and Wellness Task 1144707151

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Identify community resources and services for nutrition and wellness.

Definition

Identification should include
  • Family, Career, and Community Leaders of America (FCCLA) National Program: Student Body
  • community agencies and organizations that offer services in nutrition and wellness (e.g., Virginia Cooperative Extension, Virginia Department of Agriculture and Consumer Services, Virginia Department of Social Services, Virginia Department of Health, Young Men's Christian Association [YMCA], Area Agency on Aging, etc.)
  • the specific aspects of nutrition and wellness addressed by each agency/organization
  • the services offered by each agency/organization
  • eligibility requirements for services, if applicable, and how to access services.

Process/Skill Questions

Thinking
  • What are the economic considerations of community resources and services for nutrition and wellness?
  • What are the funding sources for these community resources and services?
  • Who typically needs the resources and services of agencies that address nutrition and wellness issues?
  • How are the clients of these agencies identified?
  • Why is it important to address nutrition and wellness issues in the community?
Communication
  • What are the consequences of providing resources and services related to nutrition and wellness?
  • What is the impact on the reputation of a community that fails to provide these resources and services?
  • How do we acquire our beliefs and attitudes toward the members of the community who suffer from hunger or lifestyle-related illnesses?
  • How do we acquire our beliefs and attitudes toward services for these members of the community?
  • How do people in need find out about the resources and services available to them?
Leadership
  • What service learning projects could our FCCLA chapter develop that would provide nutrition and wellness services for people in need?
  • How do community leaders set priorities for the provision of resources and services to people in need?
  • What is the relationship between nutrition and wellness services and health care?
  • What are the ethical concerns related to providing resources and services related to nutrition and wellness?
Management
  • What management skills can enable us to help provide resources and services related to nutrition and wellness?
  • What factors may lead you to investigate a career in this area?
  • What information is needed to evaluate community resources and services for nutrition and wellness?

Related Standards of Learning

English

9.8

The student will find, evaluate, and select credible resources to create a research product.
  1. Verify the validity and accuracy of all information.
  2. Analyze information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view, or bias.
  3. Evaluate and select evidence from a variety of sources to support claims and introduce counterclaims.
  4. Cite sources for both quoted and paraphrased information using a standard method of documentation such as that of the Modern Language Association (MLA) or the American Psychological Association (APA).
  5. Avoid plagiarism by using own words and follow ethical and legal guidelines for gathering and using information.
  6. Demonstrate ethical use of the Internet.

10.8

The student will find, evaluate, and select credible resources to create a research product.
  1. Verify the accuracy, validity, and usefulness of information.
  2. Analyze information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.
  3. Evaluate and select evidence from a variety of sources to introduce counter claims and to support claims.
  4. Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA).
  5. Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.
  6. Demonstrate ethical use of the Internet.

11.8

The student will analyze, evaluate, synthesize, and organize information from a variety of credible resources to produce a research product.
  1. Critically evaluate quality, accuracy, and validity of information.
  2. Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view or bias.
  3. Synthesize relevant information from primary and secondary sources and present it in a logical sequence.
  4. Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA).
  5. Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.
  6. Demonstrate ethical use of the Internet.

12.8

The student will analyze, evaluate, synthesize, and organize information from a variety of credible resources to produce a research product.
  1. Frame, analyze, and synthesize information to solve problems, answer questions, and generate new knowledge.
  2. Analyze information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view, or bias.
  3. Critically evaluate the accuracy, quality, and validity of the information.
  4. Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA).
  5. Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.
  6. Demonstrate ethical use of the Internet.

History and Social Science

GOVT.14

The student will apply social science skills to understand economic systems by

  1. identifying the basic economic questions encountered by all economic systems;
  2. comparing the characteristics of traditional, free market, command, and mixed economies, as described by Adam Smith and Karl Marx; and
  3. evaluating the impact of the government’s role in the economy on individual economic freedoms.

GOVT.15

The student will apply social science skills to understand the role of government in the Virginia and United States economies by

  1. describing the provision of government goods and services that are not readily produced by the market;
  2. describing government’s establishment and maintenance of the rules and institutions in which markets operate, including the establishment and enforcement of property rights, contracts, consumer rights, labor-management relations, environmental protection, and competition in the marketplace;
  3. investigating and describing the types and purposes of taxation that are used by local, state, and federal governments to pay for services provided by the government;
  4. analyzing how Congress can use fiscal policy to stabilize the economy;
  5. describing the effects of the Federal Reserve’s monetary policy on price stability, employment, and the economy; and
  6. evaluating the trade-offs in government decisions.

VUS.8

The student will apply social science skills to understand how the nation grew and changed from the end of Reconstruction through the early twentieth century by

  1. explaining the westward movement of the population in the United States, with emphasis on the role of the railroads, communication systems, admission of new states to the Union, and the impact on American Indians;
  2. analyzing the factors that transformed the American economy from agrarian to industrial and explaining how major inventions transformed life in the United States, including the emergence of leisure activities;
  3. examining the contributions of new immigrants and evaluating the challenges they faced, including anti-immigration legislation;
  4. analyzing the impact of prejudice and discrimination, including “Jim Crow” laws, the responses of Booker T. Washington and W.E.B. DuBois, and the practice of eugenics in Virginia;
  5. evaluating and explaining the social and cultural impact of industrialization, including rapid urbanization; and
  6. evaluating and explaining the economic outcomes and the political, cultural, and social developments of the Progressive Movement and the impact of its legislation.

Other Related Standards

FCCLA National Programs

A Better You

 

Balancing Family and Career

 

Families Today

 

Family Ties

 

Lead

 

Learn

 

Meet the Challenge

 

Parent Practice

 

Serve

 

The Fit You

 

The Healthy You

 

The Real You

 

The Resilient You

 

You-Me-Us

 

FCCLA: STAR Events (2019)

Advocacy

 

Chapter Service Project Display

 

Check the national website for Skill Events

 

Check the national website for online events

 

Focus on Children

 

Food Innovations

 

Illustrated Talk

 

Life Event Planning

 

National Programs in Action

 

Nutrition and Wellness

 

Sports Nutrition

 

National Standards for Family and Consumer Sciences Education

14.1.5

Analyze legislation and regulations related to nutrition and wellness.

14.3.4

Evaluate policies and practices that impact food security, sustainability, food integrity, and nutrition and wellness of individuals and families.